LEADER 05325nam 2200745Ia 450 001 9910820775703321 005 20200520144314.0 010 $a1-136-64791-0 010 $a1-283-46248-6 010 $a9786613462480 010 $a1-136-64792-9 010 $a0-203-80541-0 024 7 $a10.4324/9780203805411 035 $a(CKB)2550000000099102 035 $a(EBL)958444 035 $a(OCoLC)798531171 035 $a(SSID)ssj0000647847 035 $a(PQKBManifestationID)11417823 035 $a(PQKBTitleCode)TC0000647847 035 $a(PQKBWorkID)10594147 035 $a(PQKB)11629227 035 $a(MiAaPQ)EBC958444 035 $a(Au-PeEL)EBL958444 035 $a(CaPaEBR)ebr10534956 035 $a(CaONFJC)MIL346248 035 $a(OCoLC)785783249 035 $a(OCoLC)705568083 035 $a(FINmELB)ELB141301 035 $a(EXLCZ)992550000000099102 100 $a20110302d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching for understanding $ewhat it is and how to do it /$fDouglas P. Newton 205 $a2nd ed. 210 $aLondon ;$aNew York $cRoutledge$d2012 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 $a0-415-59920-2 311 $a0-415-59919-9 320 $aIncludes bibliographical references (p. [147]-170) and index. 327 $aTeaching for Understanding What it is and how to do it; Copyright; Contents; List of figures; Preface; Chapter 1 Quality counts; why a concern for understanding?; a thumbnail sketch of some underlying ideas; the structure of the book; Chapter 2 Understanding: a worthwhile goal; what does understanding offer?; understanding as a common educational goal; a worthwhile goal but a secondary concern; Chapter 3 The nature of understanding; mental connections and structures; different kinds of understanding; understandings in various subjects 327 $asome other differences in understandings providing support for understanding; Chapter 4 Making connections; constructing a mental representation; working memory; the undermind; constraints on constructing understandings; reconstructed knowledge; Chapter 5 Mental engagement; a teaching orientation; mental engagement; explanation; questioning; forced prediction; game-like activities; reducing processing load; supporting mental processes; supporting particular kinds of understanding; practice and theory; Chapter 6 Something to think with; representations 327 $agraphic organizers analogies; the effect of analogies; kinds of analogy; analogy and understanding; bridging analogies; using analogies to change perspectives; limitations of support from analogies; preparing to offer an analogy; Chapter 7 Surrogate teachers; the surrogate teacher analogy; text as teacher; supporting understanding with text; text and teaching; supporting understanding with information and communication technology (ICT); ICT and teaching; Chapter 8 Failing to understand; failure to understand; origins of misconceptions 327 $atheories about dealing with misconceptions strategies for dealing with misconceptions; failing to be creative; emotions matter too; Chapter 9 The total learning environment; more than one hurdle; the total mental environment; learning behaviours; providing an environment conducive to productive thought; distance education and e-learning environments to foster understanding; Chapter 10 Knowing what counts; conceptions of learning; children's conceptions of understanding; older learners' conceptions of understanding 327 $ateachers' conceptions of understanding and creative thought conceptions of learning are learned; Chapter 11 Motivated to understand; motivation to learn; accounts of learning motivation; values; expectancy; emotions; implications for supporting understanding; Chapter 12 The self-regulation of learning; the self-regulation of learning; examples of self-regulatory strategies; the practice of conscious self-regulation; the development of metacognition; learning to learn; self-regulation and motivation; Chapter 13 Evaluating understanding; an inescapable condition 327 $asome mechanics of assessment 330 $aWhy does understanding really matter?Why do some learners fail to understand?At a time when league tables can be everything, examination grades matter. Perhaps more than many would admit, the cost is a lack of understanding.The new edition of Teaching for Understanding provides practical advice about how to support understanding in both children and adults. It is for all teachers and lecturers, experienced or otherwise, who want learners to do more than simply memorize and regurgitate information. It describes what understand 606 $aEffective teaching 606 $aLearning 606 $aTeaching 615 0$aEffective teaching. 615 0$aLearning. 615 0$aTeaching. 676 $a371.102 700 $aNewton$b Douglas P$0977372 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910820775703321 996 $aTeaching for understanding$93997655 997 $aUNINA